Unleashing the Potential of Your Faculty Through Personalized Professional Development
Presented by Buckhorn High School, New Market, Alabama
Sunday, March 14, 2010 9:00 a.m. -- 10:15 a.m.
Phoenix Convention Center 132 A-B
As instructional leaders, the administrative team establishes expectations for professional learning, growth, and reflection which inform the most effective classroom teaching. In this session, two veteran, award-winning administrators offer practical strategies for assessing potential for professional growth in teacher candidates, mentoring beginning teachers, and optimizing faculty participation in graduate study, outside recognition programs, and National Board certification.
At Buckhorn, professional development in adolescent literacy offered the opportunity for whole-school revitalization, going beyond mere dissemination of reading strategies, to alter the building climate and appearance. Every year, the professional development committee builds an overarching whole-school plan based on the results of a formal needs assessment while maintaining that underlying focus on content area reading. This session shares a professional development calendar which can be modified for use at other schools, featuring book studies, hands-on workshops, field trips, and scavenger hunts, along with the presentation of vital smaller learning communities which underpin school governance.
In addition to identifying and facilitating meaningful whole-school and smaller group professional development, administrators must monitor each teacher's own ambitions and facilitate their autonomous progress through learning tailored to individual's interests, curricular responsibilities, and strengths and weaknesses. Buckhorn administrators share their model for fostering potential in all members of the faculty. As part of the annual evaluation process, each teacher must document ongoing growth in a minimum of three target areas, including improving community-school connections, establishing a positive learning climate, and building professional knowledge, all important components in maximizing student achievement.
The facilitators model peer-lead professional learning through small group interaction, demonstrating that when dedicated funds aren't available, your school's own in-house experts can deliver professional development that is a homegrown product of the school's culture and vision.
Session Purpose & Objectives:
To introduce an effective and replicable professional learning plan for principals, teachers of all grade levels and content areas and challenge audience members to expand their own professional knowledge.
· Effective school reform requires full faculty participation in professional learning.
· Complementary professional development should stress personalization, through smaller learning communities and individualized acquisition of pedagogical skills related to content areas and learning modalities.
· All professional development requires modeling and monitoring on the part of the administrators.
Intended Learner Outcomes:
Administrators will leave with a professional development calendar and replicable system of effective smaller learning communities appropriate for schools of all sizes and settings, as well as an understanding of how effective professional growth transforms the school environment.